The Development of Teachers in Creating Instructional Media through the Canva Application: A Case Study of Ban Kut Khae School under the Mukdahan Primary Educational Service Area Office

Abstract

This research consists purposes were 1. to investigate the problems in developing learning materials using the Canva application among teachers at Ban Kut Khae School under the Mukdahan Primary Educational Service Area Office 2. to explore guidelines for developing teachers’ competencies in creating learning materials through the Canva application at Ban Kut Khae School under the Mukdahan Primary Educational Service Area Office; and 3. to examine the outcomes of teacher development in creating learning materials using the Canva application at Ban Kut Khae School under the Mukdahan Primary Educational Service Area Office. This study employed a quantitative research approach. The research instruments consisted of a knowledge and comprehension test, a performance skills assessment form, an attitude assessment form, a behavioral observation form, and a reflective practice record form. The target group comprised 9 teachers from Ban Kut Khae School under the Mukdahan Primary Educational Service Area Office, selected through purposive sampling. The collected data were analyzed using descriptive statistics, including percentage, mean and standard deviation. The research findings were as follows 1) Regarding the problems in creating instructional media, it was found that the majority of teachers possessed digital media creation skills at a basic level. They lacked proficiency in using modern online graphic design tools, resulting in instructional media that were uninteresting and failed to engage learners. 2) The teacher development guidelines were implemented using the Participatory Action Research (PAOR) cycle, comprising three approaches: using a handbook, practical workshop training, and supervision with follow-up. The process utilized participatory engagement and reflective thinking and 3) The results of the development revealed that: (1) Post-training achievement in knowledge and understanding was higher than pre-training (x̅= 18.44), with a progress of 83.96% (2) Teachers' practical skills were at a high level (x̅= 4.49) and (3) Teachers’ attitudes toward creating learning materials were at the Highest level (x̅= 4.76)